Paper ID #8242

THE PROCESS OF OUTCOME-BASED EDUCATION - Implementation,

Assessment and Evaluations
Dr. Muhammad H Rashid, University of West Florida
Muhammad H. Rashid is employed by the University of West Florida as a Professor of Electrical and
Computer Engineering. Previously, he was employed by the University of Florida as Professor and Di-
rector of UF/UWF Joint Program. Rashid received B.Sc. degree in Electrical Engineering from the
Bangladesh University of Engineering and Technology, and M.Sc. and Ph.D. degrees from the University
of Birmingham in UK. Previously, he worked as Professor of Electrical Engineering and the Chair of the
Engineering Department at Indiana University- Purdue University at Fort Wayne. Also, he worked as Vis-
iting Assistant Professor of Electrical Engineering at the University of Connecticut, Associate Professor of
Electrical Engineering at Concordia University (Montreal, Canada), Professor of Electrical Engineering
at Purdue University Calumet, and Visiting Professor of Electrical Engineering at King Fahd university
of Petroleum and Minerals (Saudi Arabia), as a design and development engineer with Brush Electrical
Machines Ltd. (England, UK), a Research Engineer with Lucas Group Research Centre (England, UK), a
Lecturer and Head of Control Engineering Department at the Higher Institute of Electronics (in Libya &
Malta).
Dr. Rashid is actively involved in teaching, researching, and lecturing in electronics, power electronics,
and professional ethics. He has published 17 books listed in the US Library of Congress and more than
160 technical papers. His books are adopted as textbooks all over the world. His book, Power electronics
has translations in Spanish, Portuguese, Indonesian, Korean, Italian, Chinese, Persian, and Indian edition.
His book, Microelectronics has translations in Spanish in Mexico and in Spain, Italian, and Chinese.
He has received many invitations from foreign governments and agencies to give keynote lectures and
consult, by foreign universities to serve as an external examiner for undergraduate, masters and Ph.D.
examinations, by funding agencies to review research proposals, and by U.S. and foreign universities to
evaluate promotion cases for professorship. Dr. Rashid has worked as a regular employee or consultant
in Canada, Korea, United Kingdom, Singapore, Malta, Libya, Malaysia, Saudi Arabia, Pakistan, and
Bangladesh. Dr. Rashid has traveled to almost all States in USA and many countries to lecture and
present papers (Japan, China, Hong Kong, Indonesia, Taiwan, Malaysia, Thailand, Singapore, India,
Pakistan, Turkey, Saudi Arabia, United Arab Emirates, Qatar, Libya, Jordan, Egypt, Morocco, Malta,
Italy, Greece, United Kingdom, Brazil, and Mexico).
He is a Fellow of the Institution of Engineering & Technology (IET, UK) and a Life Fellow of the Institute
of Electrical and Electronics Engineers (IEEE, USA). He was elected as an IEEE Fellow with the citation
Leadership in power electronics education and contributions to the analysis and design methodologies of
solid-state power converters. Dr. Rashid is the recipient of the 1991 Outstanding Engineer Award from
The Institute of Electrical and Electronics Engineers (IEEE). He received the 2002 IEEE Educational Ac-
tivity Award (EAB) Meritorious Achievement Award in Continuing Education with the following citation
for contributions to the design and delivery of continuing education in power electronics and computer-
aided-simulation. He is the recipient of the 2008 IEEE Undergraduate Teaching Award with citation:
For his distinguished leadership and dedication to quality undergraduate electrical engineering education,
motivating students and publication of outstanding textbooks
Dr. Rashid is an ABET program evaluator for electrical and computer engineering (and also from 1995-
2000) and was an engineering evaluator for the Southern Association of Colleges and Schools (SACS,
USA). He is also an ABET program evaluator for (general) engineering program. He is the Series Edi-
tors of Power Electronics and Applications, and Nanotechnology and Applications with the CRC Press.
He serves as the Editorial Advisor of Electric Power and Energy with Elsevier Publishing. He lectures
and conducts workshops on Outcome-Based Education (OBE) and its implementations including assess-
ments. He is a Distinguished Lecturer for the IEEE Education Society and a Regional Speaker (previously
Distinguished Lecture) for the IEEE Industrial Applications Society. He also authored a book on The
Process of Outcome-Based Education - Implementation, Assessment and Evaluations.

American
c Society for Engineering Education, 2013
 Outcome-Based Education and Graduate Engineering Attributes

1.0 Introduction

With the advancement of technology, the engineering functions and markets are also
continuously changing. It has become a global market place and engineers work and interact
with people of different nationalities and cultural backgrounds. Engineers cross through country
boundaries for business ventures and work. The multinational companies are interested to know
the quality of graduates of a country as compared to certain educational standards. In order to
ensure quality assurance worldwide, an International Engineering Alliance has been formed.
There are three agreements known as Washington (for engineers), Dublin (for technologist) and
Sidney (for technician) Accords covering mutual recognition in respect of tertiary-level
qualifications in engineering. Engineers Mobility Forum was formed for the implementation of
the accords. This paper define the student learning outcomes, and outlines the steps for the
implementation of out-come based education, The graduate engineering attributes are compared
with the ABET criteria and identify the design components in meeting the attributes of complex
engineering problems.

2.0 Terminology of Program Outcomes

Learning outcomes could result from a program, a course, a chapter or a section (topic) of a
chapter. In order to avoid any confusion, the learning outcomes should be defined. We will
define what the students would be able to do after the completion of
A program as program outcomes (POs) or student learning outcomes (SLOs)
A course as course learning outcomes (CLOs)
A chapter as chapter learning outcomes (LOs)
A section or topic of chapter learning outcomes (Cos)

The outcomes at the completion of a program may be defined as PEOs, POs, SOs or SLOs. For
example, the Malaysia Engineering Accreditation Agency [5] uses the terminology as program
outcomes (POs.). The Engineering Accreditation Commission of ABET [2] uses the terminology
student outcomes for program outcomes and the definition as follows:
Student outcomes describe what students are expected to know and be able to do by the
time of graduation. These relate to the skills, knowledge, and behaviors that students
acquire as they progress through the program

The minimum requirements for the program outcomes are normally listed by the Accreditation
Agency [2-6]. Additional program outcomes may include the needs of the programs
constituencies and the mission of the institution. For example, an institution may require its
graduates to be entrepreneurs or global engineers, etc.

3.0 Terminology of Program Objectives

Each outcome-based education (OBE) program may decide to identify the reasons or purpose.
Terms objectives or goals are generally used to identify the outcomes of an OBE program or a
course.

The ABET uses the term Objective to specify the purpose of an OBE program. As an example,
we will use the ABET definition [2] as follows:
Program educational objectives (PEOs) are broad statements that describe what graduates
are expected to attain within a few years of graduation. Program educational objectives are
based on the needs of the programs constituencies.

ABET also requires that the educational objectives must be published for an easy access to the
public including students and stakeholders or constituents. The educational objectives must be
consistent with the mission of the institution, and the needs of the programs various
constituencies. There must be a documented and effective process, involving program
constituencies, for the periodic review and revision of these program educational objectives.

The PEOs are broad statements of the accomplishments of graduates, not what they can do and
their abilities. For examples, the graduates would be known locally or nationally or
internationally for their accomplishments as project engineers, project managers, design
engineers, graduate or post-graduate work, business owners, consultants, recognitions for
professional certification and registration, for serving on engineering and local communities, etc.

4.0 Accreditation Criteria and Process of Outcome-Based Education

The Accreditation Board for Engineering and Technology (ABET) [2] is the responsible
accreditation agency in the United Sates and sets the accreditation criteria. There are similar
professional agencies in Australia [3], Canada [4], Malaysia [5], United Kingdom [6], and also
other countries. The OBE requirements for all of these engineering accrediting agencies are very
similar. An outcome-based education (OBE) program generally includes the following activities
[7]:
Define educational objectives or goals what graduates are expected to attain within a few
years of graduation.
Define educational outcomes what the graduates would be able to do at the time of
graduation.
Identifying the stakeholders and their involvement in articulating and evaluating the
education objectives and outcomes.
A well-designed curriculum that will produce the desired objectives and outcomes.
Mapping of the curricular courses how they contribute to the educational objectives and
outcomes.
Development of continuous improvement educational processes for assessing and
evaluating the degree of achievements of the educational objectives and outcomes for
program improvements.

5.0 ABET Curricular Requirements

 The Accreditation agency generally specifies the curricular requirements. According to the
ABET Engineering Accreditation Commission (EAC), the professional component must include
[2]:

(a) one year of a combination of college level mathematics and basic sciences (some with
experimental experience) appropriate to the discipline. Basic sciences are defined as
biological, chemical, and physical sciences.
(b) one and one-half years of engineering topics, consisting of engineering sciences and
engineering design appropriate to the student's field of study. The engineering sciences
have their roots in mathematics and basic sciences but carry knowledge further toward
creative application. These studies provide a bridge between mathematics and basic
sciences on the one hand and engineering practice on the other.
(c) a general education component that complements the technical content of the curriculum
and is consistent with the program and institution objectives.

What constitutes an engineering topics course? The Engineers Council for Professional
Development, in the United States, defines as the creative application of scientific principles to
design or develop structures, machines, apparatus, or manufacturing processes, or works utilizing
them singly or in combination; or to construct or operate the same with full cognizance of their
design; or to forecast their behaviour under specific operating conditions; all as respects an
intended function, economics of operation and safety to life and property.

6.0 ABET Design Requirements

According to ABET, students must be prepared for engineering practice through a curriculum
culminating in a major design experience based on the knowledge and skills acquired in earlier
course work and incorporating appropriate engineering standards and multiple realistic
constraints. Engineering design is the process of devising a system, component, or process to
meet desired needs. It is a decision-making process (often iterative), in which the basic sciences,
mathematics, and the engineering sciences are applied to convert resources optimally to meet
these stated needs.

7.0 Engineering Standards

What are engineering standards? However the key is the word 'appropriate." If the project is a
prototype for a potential commercial product it would have another set of design specifications
such as appropriate building codes, electrical codes, water purity requirements, federal highway
requirements, ISO, etc. depending on the design project. Generally students should be aware of
engineering standards from professional societies: IEEE, ANSI, ASTM, SAE, etc. It is not
necessary that the projects meet the standards. The projects that are sponsored by professional
societies (min- Baja, SAE formula, human powered vehicle, solar powered vehicle, etc.) would
have a number of appropriate standards to consider. If a project is designed for a product for
people with any type of Disabilities, OSHA and ADA standards would be appropriate. Standards
would generally not include terms of standard practice such as design rule of thumb, design
guideline and practice, appropriate safety factors, etc. These are design tools, not standards or
codes.
8.0 International Engineering Alliance

Engineering is a global business and must function in a competitive global market place.
Industries are demanding that engineering graduates must have certain skills. In order to ensure
quality assurance worldwide, an International Engineering Alliance [1] has been formed with the
following mission:

Mission - working together to advance and benchmarking and mobility in the engineering
profession.

There are three agreements known as Washington, Dublin and Sidney Accords covering mutual
recognition in respect of tertiary-level qualifications in engineering.

8.1 Washington, Dublin and Sidney Accords

The Washington Accord signed in 1989 was the first it recognizes substantial equivalence in
the accreditation of qualifications in professional engineering, normally of four years.

The Sydney Accord which commenced in 2001 recognizes substantial equivalence in the
accreditation of qualifications in engineering technology, normally of three years.

The Dublin Accord is an agreement for substantial equivalence in the accreditation of tertiary
qualifications in technician engineering, normally of two years.It commenced in 2002.

8.2 Engineers Mobility Forum

Engineers Mobility Forum was formed for the implementation of the accords. The membership
requires developing criteria for quality assurance and process. Members have full rights of
participation in the agreement; each operates a national section of the International Professional
Engineer (IntPE) register; registrants on these national sections may receive credit when seeking
registration or licensure in the jurisdiction of another member.

8.3 Engineers Mobility Forum Membership

There are two types of membership: full member signatories and provisional status: Full member
Signatories: They have full rights of participation in the Accord; qualifications accredited or
recognized by other signatories are recognized by each signatory as being substantially
equivalent to accredited or recognized qualifications within its own jurisdiction.

9.0 Washington Accord Graduate Attributes

International Engineering Alliance (IEA) specifies the program outcomes as a set of graduate
attributes (GAs) for the Washington, Sydney and Dublin Accords [1]. The Graduate attributes
(GAs) form a set of individually assessable outcomes that are the components indicative of the
graduate's potential to acquire competence to practice at the appropriate level. Graduate
attributes are defined for educational qualifications in the engineer, engineering technologist and
engineering technician tracks. The graduate attributes serve to identify the distinctive
characteristics as well as areas of commonality between the expected outcomes of the different
types of programs

Washington specifies the duration of 4 years and the Knowledge profile. The graduate attributes
are exemplars of the attributes expected of graduate from an accredited program. The graduate
attributes are intended to assist Signatories and Provisional Members to develop outcomes-based
accreditation criteria for use by their respective jurisdictions. Also, the graduate attributes guide
bodies developing their accreditation systems with a view to seeking signatory status. These
attributes are listed in Table 1 for engineers [1]. Therefore, it is imperative that the Engineering
Accreditation Agency (IAE) of a country seeking a membership of the International Engineering
Alliance should develop accreditation criteria which conform to the IEA graduate attributes. An
Accreditation Agency [5] may also decide to adopt the graduate engineering attributes as the
program outcome criteria.

10.0 COMPARISION OF ABET OUTCOME REQUIREMENTS AND

WASHIUNGTON ACCORD ATTRIBUTES

As an example, Table 2 illustrates how the student outcomes (SOs) of the ABET Engineering
Criteria [2] meet the Graduate Attributes (GAs) of the Washington Accord.

While, the knowledge attribute #11 of the Washington Accord requires the knowledge of Project
Management and Finance, engineering management courses generally do not constitute
engineering topics in the nomenclature of ABET unless a course does cover some engineering
topics. There could be possible overlaps between the topics engineering management and
industrial engineering or systems engineering. Does it means that engineering management
course fall under engineering topics? Topics by topics evaluation would be needed and it calls
for judgment by the evaluator.

The Washington Accord Graduate Attribute # 3 - Design/development of solutions requires -

Design solutions for complex engineering problems and design systems, components or
processes that meet specified needs with appropriate consideration for public health and safety,
cultural, societal, and environmental considerations. Although Washington Accord does not
specifically require incorporating appropriate engineering standards, but ABET does.

10.1 Complex Engineering Problems

What is a complex engineering problem? How do the ABET criteria meet the Washington
Accord attributes? Table 3 lists the attributes of a complex problem solving and relates to the
elements of ABET design requirements.
 Table 1 International Engineering Alliance Graduate Engineering Attributes [1]

# Knowledge Differentiating for Washington Accord Graduate

Characteristic
1. Engineering Breadth and depth of Apply knowledge of mathematics, science, engineering
Knowledge education and type of fundamentals and an engineering specialization to the solution
knowledge, both of complex engineering problems
theoretical and practical
2. Problem Complexity of analysis Identify, formulate, research literature and analyse complex
Analysis engineering problems reaching substantiated conclusions
using first principles of mathematics, natural sciences and
engineering sciences
3. Design/ Breadth and uniqueness Design solutions for complex engineering problems and
development of of engineering problems design systems, components or processes that meet specified
solutions i.e. the extent to which needs with appropriate consideration for public health and
problems are original safety, cultural, societal, and environmental considerations
and to which solutions
have previously been
identified or codified
4. Investigation Breadth and depth of Conduct investigations of complex problems using research-
investigation and based knowledge and research methods including design of
experimentation experiments, analysis and interpretation of data, and synthesis
of information to provide valid conclusions.
5. Modern Tool Level of understanding Create, select and apply appropriate techniques, resources, and
Usage of the appropriateness of modern engineering and IT tools, including prediction and
the tool modelling, to complex engineering activities, with an
understanding of the limitations.
6. The Engineer Level of knowledge and Apply reasoning informed by contextual knowledge to assess
and Society responsibility societal, health, safety, legal and cultural issues and the
consequent responsibilities relevant to professional engineering
practice.
7. Environment and Type of solutions. Understand the impact of professional engineering solutions in
Sustainability societal and environmental contexts and demonstrate
knowledge of and need for sustainable development
8. Ethics Understanding and level Apply ethical principles and commit to professional ethics and
of practice responsibilities and norms of engineering practice.
9. Individual and Role in and diversity of Function effectively as an individual, and as a member or
Team work team leader in diverse teams and in multi-disciplinary settings
10. Communication Level of communication Communicate effectively on complex engineering activities
according to type of with the engineering community and with society at large, such
activities performed as being able to comprehend and write effective reports and
design documentation, make effective presentations, and give
and receive clear instructions.
11. Project Level of management Demonstrate knowledge and understanding of engineering and
Management and required for differing management principles and apply these to ones own work, as
Finance types of activity a member and leader in a team, to manage projects and in
multidisciplinary environments.
12. Lifelong learning Preparation for and Recognize the need for, and have the preparation and ability to
depth of continuing engage in independent and life-long learning in the broadest
learning. context of technological change
 Table 2 ABET Engineering Criteria versus Washington Accord Graduate Engineering Attributes
ABET Engineering Criteria
SO# for 2012-2013 [2]
(a) an ability to apply knowledge of
mathematics, science, and
engineering.
(b) an ability to design and conduct
experiments, as well as to analyze
and interpret data.
an ability to design a system, 3.
component, or process to meet
desired needs within realistic
constraints such as economic,
environmental, social, political,
ethical, health and safety,
manufacturability, and
sustainability.
(d) an ability to function on
multidisciplinary teams.
a major design experience based
on the knowledge and skills
acquired in earlier course work
and incorporating appropriate
engineering standards and
multiple realistic constraints.
(e) an ability to identify, formulate, 2.
and solve engineering problems.
(f) an understanding of professional
and ethical responsibility.
(g) an ability to communicate
effectively.
(g) the broad education necessary to
understand the impact of
engineering solutions in a global,
economic, environmental, and
societal context.
(i) a recognition of the need for, and 12. Lifelong learning: Recognize the need for, and have the
an ability to engage in life-long
learning.
(j) a knowledge of contemporary
issues.
(k) an ability to use the techniques, 5.
skills, and modern engineering
tools necessary for engineering
practice.
Washington Accord
GA# Graduate Attributes [1]
1 Engineering Knowledge: Apply knowledge of mathematics,
science, engineering fundamentals and an engineering
specialization to the solution
4. Investigation: Conduct investigations of complex problems
using research-based knowledge and research methods
including design of experiments, analysis and interpretation of
data, and synthesis of information to provide valid conclusions.
Design/ development of solutions: Design solutions for
complex engineering problems and design systems,
components or processes that meet specified needs with
appropriate consideration for public health and safety, cultural,
societal, and environmental considerations.
6. The Engineer and Society: Apply reasoning informed by
contextual knowledge to assess societal, health, safety, legal
and cultural issues and the consequent responsibilities relevant
professional engineering practice.
9. Individual and Team work: Function effectively as an
individual, and as a member or leader in diverse teams and in
multi-disciplinary settings.
11. Project Management and Finance: Demonstrate knowledge
and understanding of engineering and management principles
and apply these to ones own work, as a member and leader in
a team, to manage projects and in multidisciplinary
environments
Problem Analysis: Identify, formulate, research literature and
analyse complex engineering problems reaching substantiated
conclusions using first principles of mathematics, natural
sciences and engineering sciences.
8. Ethics: Apply ethical principles and commit to professional
ethics and responsibilities and norms of engineering practice.
10. Communication: Communicate effectively on complex
engineering activities with the engineering community and
with society at large, such as being able to comprehend and
write effective reports and design documentation, make
effective presentations, and give and receive clear instructions.
7. Environment and Sustainability: Understand the impact of
professional engineering solutions in societal and
environmental contexts and demonstrate knowledge of and
need for sustainable development
preparation and ability to engage in independent and life-long
learning in the broadest context of technological change.
6. The Engineer and Society: Apply reasoning informed by
contextual knowledge to assess societal, health, safety, legal
and cultural issues and the consequent responsibilities relevant
professional engineering practice.
Modern Tool Usage: Create, select and apply appropriate
techniques, resources, and modern engineering and IT tools,
including prediction and modelling, to complex engineering
activities, with an understanding of the limitations.
 Table 3: Definition of Complex Engineering Problem

Attribute Complex Problems ABET Design Component

1. Preamble Engineering problems which cannot be Culminating in a major design
resolved without in-depth engineering
knowledge, much of which is at, or
informed by, the forefront of the
professional discipline, and have some or all
of the following characteristics listed below:
2. Range of conflicting Involve wide-ranging or conflicting multiple realistic constraints.
requirements Involve technical, engineering and other issues.
3. Depth of analysis Have no obvious solution and require decision-making process (often
required abstract thinking, originality in analysis to iterative
formulate suitable models.
4. Depth of knowledge Requires research-based knowledge much based on the knowledge and skills
required of which is at, or informed by, the forefront acquired in earlier course work
of the professional discipline and which
allows a fundamentals-based, first
principles analytical approach.
5. Familiarity of issues Involve infrequently encountered issues meet desired needs.
6. Extent of applicable Are outside problems encompassed by engineering standards
codes standards and codes of practice for
professional engineering.
7. Extent of stakeholder Involve diverse groups of stakeholders with desired needs and multiple realistic
involvement and level widely varying needs. constraints.
of conflicting
requirements
8. Consequences Have significant consequences in a range of realistic constraints such as
contexts. economic, environmental, social,
political, ethical, health and safety,
manufacturability, and
sustainability
(d) an ability to function on
multidisciplinary
9. Interdependence Are high level problems including many knowledge and skills acquired in
component parts earlier course work

REFERENCES

1. Washington Accord, Graduate Attributes and Professional Competencies, June 2009. International
Engineering Alliance. http://www.washingtonaccord.org/lloiance. Accessed March 2013.
2. Criteria for Accrediting Engineering Programs, Engineering Accreditation Commission of the
Accreditation Board for Engineering and Technology. http://www.abet.org. Accessed April 2013.
3. Accreditation Criteria Guidelines: Accreditation Management System Education Programs at the Level of
Professional Engineer Engineers Australia Accreditation Board, 2008.
http://www.engineersaustralia.org.au/. Accessed August 2011.
4. Canadian Engineering Accreditation Board of the Canadian Council of Professional Engineers
http://www.accreditation.org/accbodies.php?page=canada. Accessed August 2011.
5. Programme Standards For Engineering and Engineering Technology Malaysian Qualifications Agency,
Ministry of Education, Malaysia. http://www.mqa.gov.my/. Accessed December 2012.
6. The accreditation of higher education programmes, Engineering Council UK, 2008.
http://www.engc.org.uk. Accessed August 2011.
7. M. H. Rashid, The Process of Outcome-Based Education - Implementation, Assessment and Evaluations.
UiTM Press, 2012, Malaysia, http://www.UiTM.edu.my